France

Although these arrangements vary across countries, it is possible to identify common trends over time, such as institutional hybridisation, the blurring of boundaries between IVET and general education. Despite this development, IVET has been able to retain a distinct identity, which is attractive to learners and has the support of key labour market actors. This reflects IVET’s adaptability and resilience in the face of change.

Building on a Europe-wide survey of VET providers and in-depth national case studies, the study delivers a timely update of, and insight into, the continually changing IVET landscape. Results show increasing similarities in how countries configure their IVET systems. This is evident in the broadening of IVET curricula, the prominence given to the work-based learning pathway, as well as the growing importance attached to local and regional autonomy.

Lifelong learning aims to secure access to training, skills for jobs and social advancement. A main feature is that State-issued vocational qualifications can be acquired in initial education but also in apprenticeship and through continuing training that makes it easier to progress at an individual pace.

The State caters for the under-18 low-qualified and promotes adult learning through an individual training credits system and common quality standards for nationally recognised qualifications. Social partner involvement in regulatory and financial aspects of national lifelong learning policies is another key aspect, as is the role of the regions, implementing territorial continuing training and career guidance schemes and national job support policies.

France’s response to challenges, including those caused by the COVID-19 pandemic, aims at more jobs for young people studying and working and increased investment in education and training towards the digital and green transitions and social resilience.